ANTH 290 (3) - Across Time and Space: A Survey of World
Archaeology - topical description - No prerequisite. Archaeologists
uncover the hidden history of humanity, as we evolved from erect-walking, stone
tool using hominids located in eastern and southern Africa to human societies
spanning the globe and capable of making occasional forays into space.
Archaeology involves the study of material traces left behind by past
peoples-objects that they made, houses and other structures that they built,
villages, towns and cities in which they lived, and even their skeletal remains
and graves. Archaeologists reconstruct past lifeways
using these material remains. Archaeology is a part of anthropology, which
seeks to understand human beings that live across the world both today and as
they existed deep into the far reaches of the past. The primary objectives in
this course are to expose students to the broad range of human peoples and
cultures that existed in the past and to show them how archaeology is integral
to understanding past peoples. Students gain a greater understanding and appreciation
of how modern human peoples and cultures around the globe developed as they
exist today. Means

Art (ART)

Art 390 (3) - Arts of the Tea Ceremony - topical description - Prerequisite:
Permission of instructor. Understanding the Japanese tea ceremony and the
role it has played in traditional Japan is a gateway to understanding
many aspects of Japanese culture today. This course examines the arts
that have entered into and emerged from the evolution of the tea ceremony:
teahouse architecture and garden design; ceramics, lacquer, and other media
used for the various tea utensils; painting and calligraphy; and flower
arranging. We read literature about tea ceremony, discuss the
philosophies and rituals that have affected it, and try to understand its role
in and impact on Japanese culture then, and now. A lecture series
coincides with the dedication of the new tea room in the Watson Pavilion where
various demonstrations and "hands-on" opportunities occur, as they
can be arranged. (GE4) O'Mara

Biology (BIOL)

Advisers please note: The Department of Biology now offers a new single-term
offering: BIOL 111 (3) lecture + BIOL 113 (1) laboratory, offered both fall and
winter terms. This pair of courses serves as the entry into the biology major,
and counts as GE5a credit for non-majors. Course descriptions are given below.

BIOL 111A (3) - Fundamentals of Biology:
Biological Diversity - topical description - Corequisite:
Biology 113. An intensive investigation of scientific thought and
communication, examined in the context of major concepts such as evolution,
regulation, growth, and metabolism. Where did it come from and where is it
going? This course focuses on evolution, extinction, and the conservation of
biodiversity. We examine the genetic and evolutionary sources of
biological diversity, biogeographical patterns,
causes of extinction, and conservation strategies for preserving what remains.
(GE5a with Biology 113)Hurd.

BIOL 111B (3) - Fundamentals of Biology: Hypothermia,
Heart Attacks, and Strokes - topical description -Corequisite: Biology 113. An intensive
investigation of scientific thought and communication, examined in the context
of major concepts such as evolution, regulation, growth, and metabolism. We
will investigate the therapeutic benefits of hypothermia treatments by
understanding the biochemical and physiological basis of tissue damage in
patients that have experienced heart attacks or strokes. (GE5a with Biology
113)Hamilton.

BIOL 295A (1) - A Biologist's View of Creationism - topical description -
Prerequisite: Permission of the instructor. What is creationism? How do
biologists view creationism? Are science and religion necessarily at odds over
the subject of evolution? These are some of the questions that are explored
through discussion of two books: Pennock'sTower
of Babel, and Miller's Finding Darwin's God. Knox.

BIOL 295B (1) - Topics in Biology: The Cancer Problem - topical description
- Prerequisite: Permission of the instructor. An exploration of the nature
of neoplastic disease and its epidemiological,
biological and psychological correlates. Student presentations of selected
cancer literature, discussion based learning and a term paper on a topic
important to the student. Wielgus

BIOL 295C (1) - Topics: Energy and the Human Environment - topical
description - Prerequisite: Permission of the instructor. Human beings
transport energy in the form of fuel, food, and money around the globe. We
examine the hypothesis that this redistribution of resources can alter our
interactions with our natural environment and ultimately the services nature
provides (e.g. fisheries, water filtration and climate regulation). Kraus

Business Administration (BUS)

BUS 195 (3) - Puzzles and Critical Thought - topical description - No
prerequisite. Limited to freshmen. Although listed as a Business course,
the course material is decidedly non-disciplinary. Students consider a series
of puzzles, ranging from brain teasers to enigmatic real-world situations, in
an effort to learn basic principles of critical thought. How do great critical
thinkers solve problems? Can we become better critical thinkers by simply
applying techniques used by those great critical thinkers? Put simply, we focus
not on thinking outside the box but rather on making the box bigger. Hoover

BUS 302 (3) - Seminar in Finance: Financial Derivatives - topical
description - Prerequisites: BUS 221; INTR 202 (or equivalent); and MATH
101 (or equivalent). This class provides students with an introduction to
financial derivatives. Financial derivatives are assets which derive their
value from other assets. Options, futures, and swaps are examples of
derivatives. The class outlines the characteristics of these instruments and
their application to risk management. Schwartz

BUS 305 (3) - Seminar in International Business - topical description
- No prerequisite. This course provides students with an
opportunity to examine the international corporation in the context of the
global political and economic environment. It covers the historical origins of
the multinational corporation as well as current issues regarding global
business. We examine international business from multiple perspectives
(financial, legal, political, and cultural) and the impact of it on the global
market, and the home and host countries. Topics include country differences
(political, economic, legal, culture), international institutions,
globalization, and international business strategy and structure. The course
readings are a mixture of conceptual and theoretical pieces along with case
studies to provide illustration and application of the topics. Reiter

Chemistry (CHEM)

CHEM
295 (1) - Culinary Chemistry - topical description - Prerequisite or corequisite: Chemistry 242 or permission of the instructor.
The chemical changes, described and discussed at the molecular level,
associated with the cooking of food and food preparation, spoilage, and
preservation. Pleva

CHEM
342 (3)-Biochemistry II - newly offered course - Prerequisite: Chemistry
341 or Biology 215, Chemistry 242, and permission of the instructor. A
continuation of Chemistry 341 with an emphasis on the structure, function, and
metabolism of nucleic acids. Topics to be covered in detail include gene
expression and regulation, DNA replication and repair, RNA transcription and
processing, and protein synthesis and degradation. LaRiviere

Chinese (CHIN)

Classics (CLAS)

Computer Science (CSCI)

Dance (DANC)

DANC 225 (3) -
Intermediate Contemporary Modern Dance. Prerequisites: Dance 120 or
permission of the instructor. An
intermediate studio course devoted to refining effort/shape values and pursuing
performance quality phrasing and style in "Horton" modern dance
technique. Students investigate self-directed reverse combinations, deconstruct
movement phrases into sequential elements, and learn methods for written and
oral analysis of dance. Students practice listening to the body by connecting
movement phrases with kinesthetic experiences. The class culminates in a
performance presentation. (GE4 in theater) Davies

DANC 230 (3) -
Musical-Theater Dance. Prerequisites: Permission of the
instructor. A studio exploration
of choreography in musical theater from the 1940s to the present. Composition,
theme, and form are discussed in concert with practical work in restaging
historically significant musical dance numbers. Of particular interest are the
choreographers' styles and the many dance techniques prevalent in musical
theater. These issues are experienced through dance practicum as original
choreography is taught. The course culminates in a studio recital. (GE4
in theater) Davies

East Asian Languages and Literatures (EALL)

East Asian Studies (EAS)

Economics (ECON)

ECON 297A (3) - The Economics of Poverty - topical description -
Prerequisites: Economics 101 and sophomore standing. An examination of
poverty in the United States
using economic tools of analysis. Topics include: how poverty is measured, the
extent of poverty in the United
States, economic explanations of the causes
of poverty, and evaluations of public- and private-sector responses to poverty.
These topics allow us to touch on such areas as inequality, economics of the
family, discrimination, neighborhood effects, and welfare reform. Levine

Economics 297B (3) - Economics of Education - topical description -
The course examines the role of education from an individual and national
perspective with a focus on K-12 education. We study the structure of school
finance and the inputs that influence the education production function.
Finally, we focus on a variety of implemented or proposed education reforms.
The common theme guiding our discussion is the impact of these policies on the
achievement and opportunities available to poor and minority students. The
specific policies that are analyzed include: school vouchers; class-size;
teacher tenure; tracking and curriculum; the black-white test score gap; the
accountability movement; merit pay for teachers; the No Child Left Behind Act;
and the role of the federal government in education. Through discussion,
student presentations, and written assignments the course promotes further
development of students' ability to apply economic analysis to public policy
debates. Diette

Education (EDUC)

EDUC 303 (3) - Teaching and Learning in
the Content Area. Prerequisite: Education 200, 210, and junior standing. This is a course specifically for those who wish to
teach on the middle-school or secondary school level. The course examines
research on instruction in all content areas. Students have the opportunity to
read and critique articles on reading instruction across the curriculum as well
as comprehension theory. The major leaning theories of educational psychology
are covered as they relate to the organization of instructional material.
Students design and field test learning activities based on current theories of
instruction. Required for teacher licensure. Ojure

Engineering (ENGN)

English (ENGL)

ENGL
105A (3) - Composition and Literature: Justice and Character. A study of literary
texts which explore justice as a virtue of character, as the means by which the
state apportions goods and punishments, and as the way people seek a good life
for themselves and their communities. Some genres: courtroom drama
(Shakespeare, modern authors), utopia (Sir Thomas More), detective fiction
(P.D. James), anti-police state novel (Nadine Gordimer).
(GE1) Craun

ENGL
105B (3) - Composition and Literature: Mysteries, Puzzles, and Conundrums. It
is with mysteries that we concern ourselves this semester -
"mysteries" not in the generic sense of stories about crime and
detection but mysteries of character, morality, religion, and art. Central to
each of the works we read is some puzzle, secret, riddle, enigma, ambiguity, or
complexity. (Sometimes the work itself is the mystery, a kind of hieroglyph.)
Each work, in its own way, raises questions about the methods and the
limitations of human discovery. (GE1) Oliver

ENGL
105C (3) - Composition and Literature: Gossips and Con Artists. This course
explores the nature and influence of two prominent social discourses: gossiping
and conning. We meet and analyze two manipulative power brokers, the gossip and
the con artist, who recur throughout literary history. Through critical
reading, collaborative discussion, and argumentative writing, we explore
diverse characterizations of the gossip and the con artist in a variety of
genres and texts, ranging from Chaucer's The Canterbury Tales to F.
Scott Fitzgerald's The Great Gatsby. We analyze the various schemes and
rhetorical strategies that gossips and cons employ in the texts to exert social
influence, their understanding and manipulation of the status quo, their
motivations, and rewards, and their effects upon both the individual and the
larger community. To further our practice of sound argumentative writing, we
juxtapose the discourses of gossip and con artistry with our own modes for
persuading readers. In addition, we think critically about our personal
susceptibility to the influences of the gossip and the con as well as our
inclinations to (sometimes?) play their roles. (GE1) Wall

ENGL
105D (3) - Composition and Literature: Detecting Detectives Detecting. In this
course, we study and practice the skills of textual analysis, analytical
writing, and critical thinking by discussing in detail literature about
detectives and/or acts of detection. As we work on developing sophisticated
written arguments that offer an original analysis of well-collected and
carefully interpreted evidence, we study stories, novels, poems, and drama that
address the practice of discovering clues, evaluating and interpreting
evidence, and constructing coherent analyses. These literary examples, in other
words, help us "make cases" of our own. Requirements include
intensive writing of argumentative essays, critical analysis of fellow
students' arguments, revision, and engaged class participation. (GE1) Matthews

ENGL
105E (3) - Composition and Literature: Apocalypse and Dystopia. In this course,
students develop their ability to write sophisticated literary analysis while
contemplating the end of the world. The texts and films in this course present
a varied array of visions of sweeping ecological, political, and intellectual
disaster, based both on forecasted and actual historical events. Working with a
flexible definition of apocalypse and dystopia, we will read authors such as
Octavia Butler, Jean Hegland, Chinua Achebe, Margaret
Atwood, Phillip Roth, Aldous Huxley, and Alan Moore.
We will also view Stanley Kubrick's Dr. Strangelove: Or, How I Learned to
Stop Worrying and Love the Bomb, as well as Terry Gilliam's Brazil.
(GE1) Solomon

ENGL
105F (3) - Composition and Literature: Wicked Women. This section begins with
Chaucer's Wife of Bath and ends with recent essays on Hillary Clinton.
We look at witchcraft, femme fatales and prostitutes as a way of considering
literary approaches towards women and men's power and sexuality. The course is
not for women only—for instance, our discussion of witchcraft and
wizardry runs from Miller's The Crucible through excerpts from Harry
Potter. (GE1) Brodie

ENGL
105H (3) - Composition and Literature: Faith and Doubt. In this
writing-intensive seminar, we explore the topics of belief and skepticism
through readings in selected literary texts ranging from Genesis to
Shakespeare, Milton
to Flannery O'Connor, Charles Johnson to Lorrie More. Topics include trials of
faith, the choice to accept or reject a faith tradition, communities of faith,
faith and social protest, and tensions between faith and rationality. Students
expand their knowledge of literary form and history by analyzing drama, prose
and poetry from several centuries. Concurrently, they develop facility in composition
and argumentation by writing and revising a series of papers based on course
readings. (GE1) Gertz

ENGL
293 (3) - Wilderness in American Literature - topical description -
"There are some who can live without wild things, and some who
cannot." This course investigates ideas of wilderness in selected writings
by American writers from a variety of periods and perspectives. We read
fiction, nonfiction, and poetry by writers like Henry David Thoreau, John
Burroughs, John Muir, Mary Austin, Aldo Leopold, Cormac
McCarthy, and Terry Tempest Williams. Writing assignments include examinations
and analytical papers. (GE3) Warren

ENGL
299A (3) - Seminar for Prospective Majors: Thomas Hardy, Novelist and Poet - topical
description - A reading of selected poetry by Thomas Hardy and close study
of his fiction. High Victorian realistic novelist and skeptical modern poet,
Hardy bridges literary periods and generic categories. We explore the
contemporary influences on this remarkable self-educated writer by considering
the modes of publication he used, by learning about his editors and literary
models, and by exploring the ideas of his day, including the Gothic
architectural revival, Darwinism, the crisis in faith, and the science of mind
and brain. The course emphasizes the process of writing a research paper in
stages. (GE3) Keen

ENGL
299B (3) - Seminar for Prospective Majors: Satire in the African-American
Tradition - topical description - The subject of this course is the
satirical tradition in African-American literature, with a focus on the novel.
While continually developing and refining our definition of satire and its
goals, we situate satire by black artists in a broader tradition, and consider
the relationship of satirical works to African-American literature as a whole.
Possible topics of study include the double-edged quality of racial satire,
satire and racial politics, and the role of stereotypes in satirical
representation. We also consider the link between satire and masculinity, and
the apparent lack of satirical novels by African-American women. We read
authors such as Langston Hughes, Phillip Schuyler, Percival Everett, Trey
Ellis, ZoraNeale Hurston,
Ishmael Reed, Pat Parker, and Nikki Giovanni, supplementary works by Richard
Wright and Mark Twain, as well as theories of American and British satire. This
class guides students through the process of writing a literary research paper.
(GE3) Solomon

ENGL
330 (3) - Milton.
This course surveys one of the most talented and probing authors of the English
language, a man whose reading knowledge and poetic output has, arguably, never
been matched. We read selections from Milton's
diverse corpus, drawing from lyric, drama, epic, and prose polemic. Students
have the opportunity to read Milton in the
context of literary criticism and to place him within his historical milieu,
not the least of which includes England's
dizzying series of political metamorphoses from monarchy to Commonwealth,
Commonwealth to Protectorate, and Protectorate back to monarchy. Special
emphasis in the course will be given to epic form and Milton's
endlessly intriguing, philosophically and theologically brilliant, Paradise Lost. (GE3) Gertz

ENGL
380A (3) - Advanced Seminar: American Ethnic Literature: Storytelling Made in
the U.S.A. -
topical description - This course focuses on ethnic "minority"
literature (material written by members of the non-dominant culture in the U.S.), moving
it from the edges of your world into the center. There is no way to do this in
a way that gives equal treatment to all the diverse voices in American ethnic
literatures, so we look instead at a handful of texts while learning techniques
that enable you to read many different authors. We focus on short stories and
poetry by Native American, Chicano/a, African-American, and Asian-American men
and women, looking at expressions of gender, gender roles, and family dynamics.
We also study terms and themes present in ethnic literatures such as The
"F" Word (Feminism), The Melting Pot, Border Narratives/"The
Borderlands," Multiple Identities, Syncretism, Hybridity,
Mestizo/a, Exoticization,
Re-Inventing the Enemy's Language, and the ever-popular Assimilation—just
to name a few! (GE3) Miranda

ENGL
380B (3) - Advanced Seminar: The Research Quest - Cancelled

ENGL
385 (1) - Preparatory Reading
for Study Abroad. A one-credit class that will meet bi-weekly during the winter
semester, to introduce students to the culture and history of Ireland. We
read poetry, history, memoir, as well as view a number of Irish films, to help
students prepare for the Spring Term in Ireland program. Conner

ENGL
413A (3) - Senior Research and Writing: Literary "Greatness": The
Author as Culture Hero - topical description - In one of the finest
outbursts of modern criticism, Jean Cocteau famously dismissed the great
nineteenth-century French author Victor Hugo by saying that "Victor Hugo
was a madman who thought he was Victor Hugo." This statement pithily
dramatizes both the Victorian tendency for writers to conceive of themselves as
culture heroes and for readers to worship the greatness of these national
authors and, conversely, the twentieth-century determination to view artists
suspiciously, to see them as dangerous outsiders, psychologically troubled
geniuses (geniuses because psychologically troubled?), or manipulative
opportunists. The recent film Capote (2005), for example, nicely
demonstrates this cultural phenomenon, one which Capote himself
self-consciously manipulated. This course will explore the origins of viewing
authors as culture heroes, examine its culmination in the nineteenth-century,
and then scrutinize its reversal in the modern era. Students will take up this
issue in a research project on an author of their choosing, whether a Whitmanian cultural hero or a Wildean
artist criminal—or some strange combination of both. (Note: I'm toying
with the idea of structuring our arranged class times around
viewings/discussions of major examples of the "the life of the
artist" film subgenre—from The Life of Emile Zola and The
Agony and the Ecstasy to Amadeus, Sylvia, Pollock, and Iris—but
that's just one possibility.) Adams

ENGL
413B (3) - Senior Research and Writing: Talk, Reputation, Slander, Truth, Honor
- topical description - Early British literature in many genres explores
how our social selves are built by others' talk and how that "name"
relates to our own sense of ourselves. Men and women are given reputations
according to how they seem to fulfill society's expectations, given their
class, line of work, status and gender. Knights and ladies at court talk about
the chivalric achievements of a Lancelot or Tristram;
merchants assess the creditworthiness of their fellows; family and townspeople
speculate about the character and social behavior of unmarried women—and
wives. They are assigned social value—and that in large part determines
social prospects and success. Sometimes—take the case of Shakespeare's
Hero—women are slandered, intentionally misrepresented by malicious
people so that their social selves, their social value, are destroyed. In
contrast, individuals have a strong sense of their own ethical truth or lack of
it: commitment to what they believe is right, loyalty to those to whom they are
tied by social bonds. They seek to make their "true" selves known or
to conceal their violation of truth. Some texts: The Canterbury Tales
(especially the tales of the Franklin, Knight, Shipman, Friar, Summoner) and other works of Chaucer (The House of Fame);
Malory's MorteDarthur,
Sir Gawain and the Green Knight; Shakespeare's Coriolanus, Much
Ado about Nothing, Measure for Measure; Webster's The Duchess of Malfi. It will be useful to have some experience in
reading late medieval and/or early modern texts. Craun

ENGL
413C (3) - Senior Research and Writing: Poetry and Community - topical
description - How do people use poetry? How does poetry itself press back
against usefulness? We will begin by studying recitation as entertainment and
education in the nineteenth and twentieth centuries. Based on the interests of
the group, we may go on to examine the growth of the poetry MFA, poetry slams,
independent presses and magazines as communities, poetry as therapy, poetry's
role in personal and public ritual, internet-based poetry communities, poetry's
role in social movements, and contemporary educational projects, such as Poets
in the Schools and the National Poetry Recitation Project. Students will
develop independent research projects concerning one of these groups or
phenomena and give a series of presentations culminating in a long paper.
Students will also be required to volunteer two hours per week in a
poetry-related service placement arranged by the University's Service Learning
Coordinator. Wheeler

Environmental Studies (ENV)

ENV 401 (1) - The Song of the Dodo - topical description - Preparatory
reading of David Quammen'sThe Song of the Dodo,
in the second six weeks of winter term. We discuss the development of
biogeography as a scientific approach from the work of Charles Darwin and
Alfred Russell Wallace to the present. One five-page paper, graded on a
pass/fail basis, due at the end of term; 100% attendance is mandatory.
This course prepares students for Field Biogeography and Species Conservation:
Science and Literature, a two-course, seven-credit field experience in spring
term that fulfills General Education lab science and literature requirements as
well as requirements for the Program in Environmental Studies. Knox and
Warren

French (FREN)

FREN 280 (3) - Civilisation et culture
francophones: - topical description - Prerequisite: French 261 or equivalent and permission of the instructor. This course is an introduction to modern African society
and culture, with specific focus on Francophone West Africa (Senegal, Côte
d'Ivoire, Guinea,
and Mali,
among others). We examine the various ways societies deal with issues of
modernization and globalization in their political, cultural and socio-economic
lives. We also look at the impact of significant historical events (the
transatlantic slave trade, colonization, and the world wars, for example) on
contemporary way of life. Course materials include anthropological,
sociological and historical documents, literary texts, and films. Kamara

FREN 332 (3) – Contes et nouvelles
à travers les siècles - topical
description - Prerequisite : French 273 or equivalent or permission of the
instructor. The evolution of French short stories and novellas from their
beginnings until today. Emphasizing styles, tones (comical or serious) and
philosophical themes in the medieval fabliau and in short texts authored by the
likes of Cyrano de Bergerac, Voltaire, Mérimée,
Maupassant, Aymé, Sartre, Camus, Cayrol,
Duras, Robbe-Grillet and Goscinny,
this course allows students to work in groups and then individually, in
one-on-one sessions with the instructor, to refine their oral and written
expression in French. Goscinny’sLe Petit
Nicolas offers a particularly light-hearted, mostly comical, slice of
modern French family life and of currently prevalent French conversational
styles also revealed in Cayrol’s, Duras’ and Robbe-Grillet’s works. (GE3) Fralin

FREN 343 (3) – La France
à travers les siècles : Les
femmes et la comédie - topical description -
Prerequisite: French 273 or equivalent or permission of the instructor.
This course will also be adapted to the needs of juniors and seniors who are
eligible to take the seminar French 397 and, with individual departmental
approval, it may be counted as such. In this course, we trace the
creation of humor by female artists, comedians, writers, and comic female
characters from the Renaissance to the 20th century focusing on theater in the
tradition of the commedia dell’arte. We
also trace the role of women in the creation of comic roles and of dramatic
humor in both classical and modern comedy, exploring the contributions that
women artists have brought to the development of Western theater and comedy in
general. Students will become familiar with a variety of improvisational and
dramatic techniques that produce laughter and that have been the creation of
female artists. Ultimately, we try to understand the role of theater and comedy
in the emancipation of women and the subversion of conventional gender roles
throughout some of the most important periods in Western theater. During the
week of February 26th to March 2nd, performance artist and theater activist
Norma Bowles, Director of the LA based theater group Fringe Benefits, will
visit and present a workshop on "Theater and Social Justice," using commedia
dell’arte techniques as well as methods of
the Lecoq French acting school. (GE3) Radulescu

FREN
403 (3) - Vaux-le-Vicomte and Versailles - Open to members of the
University Scholars Program, and to a limited number of non- University
Scholars students with permission of the instructor. On August 17, 1661,
Nicolas Fouquet, the "Surintendant des Finances"
received his king, Louis the XIVth, in his newly
constructed castle
of Vaux-le-Vicomte.
The magnificent feast brought about Fouquet's fall from grace, the emergence of
the king as an absolute monarch, the rise of his minister Colbert, the reshaping
of the financial system and the building of Versailles, a potent and enduring symbol of
the French monarchy. In this course, we retrace the reasons for the enmity of
the major characters at the Vaux feast, and how each represents a different
political and ideological view of France. This seminar is
multidisciplinary in essence, touching on architecture and other plastic arts,
music, literature, history, politics (domestic and foreign), economy, religion
and societal issues. Readings
include 17th-century works, as well as pertinent documents relating to the
period. Students are encouraged to explore other resources at their disposal
and report on their findings. Readings
and presentations are in English, although students with a good knowledge of
French may choose to read in that language. Frégnac-Clave

Geology (GEOL)

GEOL 395 (1) - Seminar: New Zealand Readings - topical
description - Required course for students taking the New Zealand
geology courses in Spring 2007. Read and discuss papers and
maps that focus on New Zealand Geology as preparation for the field
component of the course. Assignments may include preparation of materials
for specific field stops. Connors, Harbor, Rahl

German (GERM)

GERM 395 (3) - Seminar: The Fantastic in German Literature - topical
description - The course examines the nature of the "fantastic" in
literature and then looks at this tradition in German literature, beginning
with the popular ballads Tannhäuser (1515) and
Lenore (1773) through German Romanticism and up to Michael Ende's bestselling novel The Neverending
Story (1979). Specific readings include stories by Tieck, Raupach, Hoffmann, Chamisso, Hauff, Kafka, Anna Seghers, and
Kurt Kusenberg. Some attention is also paid to Magic
Realism and post-Ende works in the mode of the
fantastic. Regular papers and presentations are expected. (GE3) Dickens

Greek (GR)

History (HIST)

HIST 195 (3) - Colonial Latin America - topical
description - Introduction to pre-1492 indigenous societies and the Spanish
and Portuguese colonial periods until independence around 1821. Moves from the
Maya, Aztec, Inca, and other native groups to the European conquest, colonial
economy, race relations, Catholic Church, indigenous resistance and adaptation,
slavery, Bourbon rule, and the decline of Spain
and Portugal in the Americas. (GE4)
Carey

HIST 314 (3) - Germany, 1914-2000 - topical
description - The ordeal of the First World War, politics and culture in
the Weimar Republic, the rise of Nazism and policies of the Third Reich, the
conquest and partition of Germany, the success of democracy in the Federal
Republic, and the reunification of Germany in 1989-91. (GE4) Patch

HIST 369B (3) - US-Latin American Relations - topical
description - Examines historical interactions between Latin America and
the United States during the last two centuries. Explores foreign policy and
government affairs as well as the social, cultural, economic, and ecological
dimensions of these transnational interactions. Topics range from military
intervention, trade, and international policy to Donald Duck, mountaineering,
bananas, and illicit drugs. (GE4) Carey

HIST 369A (3) - America in the Sixties - topical
description - This course covers the 1960s - its politics, culture and
social movements. Topics include the Civil Rights and Black Power Movements,
the Great Society and the War on Poverty,
Vietnam, the
Anti-War Movement and the Counterculture, Massive Resistance, the "Silent
Majority," and the Rise of the Conservative Right. (GE4) Michelmore

HIST 389A (3) - The Yin & Yang of Gender in Late
Imperial China (10th-19th centuries) - topical description - Relations
between men and women are the basis of any human society, but the exact nature
and interpretation of these relations differ from time to time and from place
to place. The concepts of Yin [female] and Yang [male] were integral to the
theory and practice of Chinese gender relations during the late imperial
period, influencing marriage, medicine and law. This course examines the
historical significance of late imperial gender relations across these, and
other categories, from both traditional and modern perspectives. (GE4) Bello

HIST 389B (3) - Managing Mongols, Manchus
and Muslims - topical description - The unprecedented expansionism of
China's last dynasty, the Qing (1644-1911), produced an ethnically and
geographically diverse empire whose legacy is the current map and multi-ethnic
society of today's People's Republic of China. The Qing empire's establishment,
extension and consolidation was inextricably bound up with the ethnic identity
of its Manchu progenitors. The Manchu attempt to unify diversity resulted in a
unique imperial project linking East, Inner and Southeast
Asia. This course explores the multi-ethnic nature and limits of
this unification, as well as its 20th-century transformations. (GE4) Bello

Interdepartmental (INTR)

Italian (ITAL)

Japanese (JAPN)

Journalism (JOUR)

JOUR 295A (3) - Race, Religion and Media - topical description - This
is a course in media literacy and critical media theory. Its purpose is to
further critical thinking and research skills by analyzing how media-created
realities dissect popular culture in the United States. Its aim is to
determine whether pop culture is reflected or framed by the groups media
include or exclude. The course introduces students to the myriad ethnic
cultures in the U.S.
and media's relationships to those cultures. Students examine how gender,
racial and ethnic roles and stereotypes shape institutional media, and how
media inclusion and exclusion of cultural and ethnic minorities influence those
groups and the larger culture. Mandatory attendance and participation,
experiential exercises, readings, group and individual presentations, and a
term research paper are designed to hone research, analytical, critical
thinking, collaborative and observational skills. Daily readings are assigned
from Gender, Race, and Class in Media, and other texts. Mitchell

JOUR 295B (3) - News Media Coverage of the 2006 Midterm Election - topical
description - This is a course in qualitative content analysis. Its purpose
is to further critical thinking and research skills by analyzing news media
coverage of the potentially historic 2006 midterm election. Its aim is to
determine how news coverage of candidates might have influenced election
outcomes. The course examines the campaign process, the impact of money on
political campaigns, campaign advertisements, the importance of free
advertising (including news coverage of campaign events), and how national
parties and concerns, such as the invasion of Iraq, affected individual
campaigns. Students write one research paper, an in-depth analysis of a
campaign in their home or neighboring state. The research paper must rely on
scholarly literature as well as the tools used by politicians: radio,
television, the internet, newspapers and related resources. Daily readings are
assigned from the texts, American Media Politics in Transition and Voice
of the People, with regular quizzes to assess students' progress.
Attendance and participation are mandatory. Mitchell

Latin (LATN)

LATN 395 (3) - Ovid’s Heroides - topical
description - What would Dido have said to Aeneas after he abandoned
her under cover of night, if she had the chance? What would Penelope have
wanted to say to Odysseus, when all the other Greek husbands had returned from
the Trojan War and she still waited for hers ten years later? The ancient poet,
Ovid, who would later author the mythological epic Metamorphoses,
pondered just these questions in his youth. In this course, we examine the
outcome of those ponderings: the Heroides, a
collection of letters written in verse from mythological heroines to the men
who abandoned them. We explore these fascinating letters and discuss issues
such as authorial voice, gender relations, and the reinterpretation of myth.
(GE3) Benefiel

Literature in Translation (LIT)

Literature in Translation 223 (3) - Food and Tea in Japan - topical
description - This seminar explores the distinct theme of food and tea in
Japanese culture and literature. We examine three broad categories throughout
the term; kaiseki, bento, and common
fare. In addition to three hours of lecture, this unique course requires a
"cultural lab" where students master the rudimentary procedure of the
tea ceremony in the new Japanese tea room in the Watson Pavilion. (GE3) Ikeda

Literature
in Translation 395 (3) Sartre, Camus and Existentialism - topical
description – This course begins by becoming acquainted, via the
web, with Boris Vian and reading his Autumn in Pekin. Additional readings include Sartre's
"Existentialism Is a Humanism," Childhood of a CEO, Nausea,The Flies, and "Being and Nothingness." Camus’ works to
read are Myth of Sisyphus,The Stranger, A Man in Revolt, Caligula
and the short story, "The Host/Guest." Fralin

Mathematics (MATH)

Medieval and
Renaissance Studies (MRST)

Military Science (MS)

Music (MUS)

Neuroscience (NEUR)

NEURO
395/PSYC 395B (2) - Animal Learning - topical description - Prerequisite:
Permission of the instructor. Open to psychology and neuroscience majors only.
A survey of major theories of animal learning and the methodologies used to
test those theories. The use of virtual and real laboratory animals
affords hands-on experience. Although the course focuses on learned
behavior, neurophysiological variables are
considered. R. Stewart and Elmes

Students may express a preference for up to three skills courses as part of
web registration. These preferences will be examined after the academic
schedule is set and, if open and not in conflict with the academic courses, one
may be placed in the schedule. Changes or additional sections may still be
handled during the drop/add period.

N.B.: Students interested in taking Politics 105 (3), Global
Politics, who have already taken Politics 101 OR Politics 104 may not take or
receive additional degree credit for Politics 105.

POL 295 (3) - Islam and Politics- topical description - This course
provides a broad and thorough introduction to the contemporary global
“Islamic resurgence.” Themes treated include: religion, politics
and society; Islamic revival and reform; nationalism; the modern state;
contemporary politics; and terrorism. Particular attention is given to the
challenge of political Islam and to its radical and extremist manifestations
past and present. The worldview and tactics of selected contemporary terrorist
organizations are investigated. Kiracofe

POL 380 (3) - Global Politics Seminar: Conflict Analysis - topical
description - No prerequisite. Open to majors and non-majors of all
classes. Recommended for students interested in crisis intervention /
management, diplomacy, and political risk. May be used to meet
requirements in the politics major. Behavior predicated on conflict
of interests, e g. between sub-state factions (in one-party regimes), parties
(in n-party regimes), states (Middle East, North/South, East/West) and
multi-state coalitions (World Wars One and Two), from low-level threats to
high-level wars, in all regions and periods. Students acquire research know-how
in roll-call analysis of United Nations Security Council conflicts and, if time
permits, in alliance portfolio analysis and geographic information systems
(GIS). Syllabus available from mccaughrinc@wlu.eduMcCaughrin.

Students interested in Poverty and Human
Capability Studies should plan to take POV 101 (3), Introduction to Poverty and
Human Capability, in the spring. This course meets the requirement for credits
(but not for one of the two areas) under GE 4. A list of courses from other
departments that qualify for the Poverty and Human Capability Studies
transcript recognition appear on the program Web site: http://shepherd.wlu.edu/.

Psychology (PSYC)

PSYC 262 (3) - Gender Role Development. Prerequisite:
Psychology 113. Prerequisite or corequisite:
Psychology 250. This course
provides the student with an overview of gender-role development: How do
children learn to be boys and girls? What role do biological factors play in
different behaviors of boys and girls? Does society push boys and girls in
different directions? We discuss children's evolving ideas about gender, and
what can be done to change these ideas (or whether they need to be changed at
all). Through the examination of these questions and issues, the course
introduces students to the major theories of gender-role development, the
research methods used to measure children's gender-role behaviors and
attitudes, and the current research in the field. Fulcher

PSYC 395A (3) - Applications of Psychological Science - topical
description - Prerequisites: Major in psychology or neuroscience and permission
of instructor. This course considers both standard applications of psychological
science (e.g., forensic psychology) and unusual ones (e.g., organ donation).
Six alumni guest instructors discuss how they apply psychological science in
their careers. In addition to forensic psychology and organ donation, the
course includes an examination of human resources consulting, school
psychology, neuropsychology, and issues in higher
education. Part of the evaluation involves a term paper concerning applications
not otherwise considered in the course. Elmes

PSYC
395B/NEURO 395 (2) - Animal Learning - topical description - Prerequisite:
Permission of the instructor. Open to psychology and neuroscience majors only.
A survey of major theories of animal learning and the methodologies used to
test those theories. The use of virtual and real laboratory animals
affords hands-on experience. Although the course focuses on learned
behavior, neurophysiological variables are
considered. R. Stewart and Elmes

Public Speaking (PSPK)

Religion (REL)

REL 195 (3) - Jesus in Fact, Fiction and Film - topical description - Appropriate
for students at all levels with or without prior coursework in Religion. In
this course, we examine ways in which traditions about Jesus of Nazareth - both
orthodox and non-orthodox - developed over time and across cultures to render
distinctive and sometimes provocative portrayals of him, particularly in
fiction and in film. Course materials include ancient writings about Jesus,
orthodox and non-orthodox (e.g., the Four Gospels and the Gospels attributed to
Thomas, Mary, Judas and Phillip) and several works of modern fiction and cinema
that explore the ways in which diverse identities and influences of Jesus
continue to be expressed in culture, both Western and non-Western. Wherever
appropriate, we connect ancient controversies with contemporary works of
literature and film, for example, the appearance of the Gnostic Jesus in
ancient sources and his reappearance in novels of late modernity. Readings may include
works by such authors as Dostoevsky, Tolstoy, Shaw, Kazantzakis, Endo, Lewis,
O'Connor, Morrison, and others, and popular writers like Dan Brown (The Da Vinci Code). Films may include Pasolini’sGospel According to St. Matthew, Scorsese’sThe Last Temptation of Christ, Gibson’s The Passion of the
Christ, the Canadian film Jesus of Montreal, and the film version of
the Rice and Lloyd-Webber rock opera, Jesus Christ Superstar. There are
supplemental readings in literary and film criticism and in the theory of
religion. (GE4) Brown

REL
350 (3) - The Apostle Paul and His Interpreters - topical description - Appropriate
for students who have had other religion courses or upper level literature or
history classes. A study of the life and thought of the Apostle Paul, his
relation to Judaism, his understanding of Jesus, his role in the development of
early Christianity and his legacy in both orthodox and heterodox Christian
thought from antiquity to the present. Readings
include the Pauline and Deutero-Pauline Epistles,
other ancient documents attributed to Paul, and the critical literature related
to these documents. Supplemental readings may include contemporary Jewish
readings of Paul and several Christian theologians influenced by him such as
Augustine, Martin Luther, John Calvin and Karl Barth. Other critics of Paul
like Friedrich Nietzsche and George Bernard Shaw are also considered.
Assignments include a film project in which themes related to Pauline theology
are considered. (GE4) Brown

REL
381 (3) - Modern Islamic Thought - Cancelled

Russian (RUSS)

Russian Area Studies (RAS)

Sociology (SOC)

SOC 290B (3) - Social Revolutions - topical
description -No prerequisite. This seminar provide an in-depth exploration
of a variety of social revolutions. The overarching goal of the course is
to discern whether or not a single "theory of revolutions" can be
constructed. Can common patterns be observed in (and common causes
behind) events as separated by time, place, and ideology, such as the
17th-century "Glorious Revolution" in England, the French Revolution,
Latin American Revolutions (including the Wars of Independence and the Mexican
Revolution), the Russian Revolution, and more recent events such as the
revolution that brought the current regime in Iran to power? To this end
we read and discuss a variety of theories that have been put forward by
sociologists, historians, and political scientists and then consider case
studies of the aforementioned social revolutions in order to scrutinize these
theories. Eastwood

SOC 290A (3) - Nationalism in Latin
America - topical description -No prerequisite. This course
focuses on the emergence and development of nationalism in Latin
America. Readings
include works by scholars from across the range of the social sciences,
including history, political science, and sociology. The course devotes consideration
to the following issues: a variety of explanatory accounts that scholars have
provided of why the region turned to nationalism in the early 19th century; the
main social and political implications of this transformation of identity; the
various competing images of the nation in the region; the question of whether
some Latin American nations understand themselves in "civic" and
others in "ethnic" terms; the relationship between particularistic
Latin American nationalisms and Bolívar's pan-American dream; and the nature
and roles of nationalism in more recent Latin American politics. Background
knowledge of Latin American history is not required. Eastwood

SPAN 395 (3)- Romanticism and
the Generation of '98, Representations of the Nation - topical
description - Prerequisites: Spanish 208 and 215. This course
examines diverging representations of Spain,
her land and peoples, by contrasting the picturesque and folkloric visions of Spain typical of romantic texts with the more
philosophical enquiries into Spain's
identity presented by the writers of 1898. From the romantic period,
students read the "romances" of Duque de Rivas and works of Mariano
José de Larra. Works from the Generation of
1898 include: El árbol de la cienciaby PíoBaroja, the
poetry of Antonio Machado, and various texts of Miguel de Unamuno. West-Settle

THTR 397 (3) - Seminar: Shakespeare and Swordplay - topical description
- A studio seminar devoted to the exploration of the vocal and physical
challenges of performing dueling scenes from the plays of Shakespeare. The
course is divided into two basic areas of study. The first area of study is an
examination and analysis of scenes from Shakespeare's plays as they relate to
an actor's vocal preparation for speaking verse. Basic vocal skills in breath
control, articulation, and phrasing are practiced and the imaginative rehearsal
processes for personalizing imagery and character development are explored. The
second area of study is developing performance technique for stage swordplay.
The swordfighting methods presented and practiced are
those taught by the "Masters of Defence" of
the 16th and 17th centuries modified by contemporary stage-combat choreographic
techniques. Martinez

University Scholars (UNIV)

UNIV 201 (3) - Humanities Seminar - Vaux-le-Vicomte and Versailles
- Open to members of the University Scholars Program, and to a limited
number of non- University Scholars students with permission of the instructor. On
August 17, 1661, Nicolas Fouquet, the "Surintendant
des Finances" received his king, Louis the XIVth,
in his newly constructed castle
of Vaux-le-Vicomte.
The magnificent feast brought about Fouquet's fall from grace, the emergence of
the king as an absolute monarch, the rise of his minister Colbert, the
reshaping of the financial system and the building of Versailles, a potent and enduring symbol of
the French monarchy. In this course, we retrace the reasons for the enmity of
the major characters at the Vaux feast, and how each represents a different
political and ideological view of France. This seminar is
multidisciplinary in essence, touching on architecture and other plastic arts,
music, literature, history, politics (domestic and foreign), economy, religion
and societal issues. Readings
include 17th-century works, as well as pertinent documents relating to the
period. Students are encouraged to explore other resources at their disposal
and report on their findings. Readings
and presentations are in English, although students with a good knowledge of
French may choose to read in that language. (GE4 for credits, but does not meet
area requirement).Frégnac-Clave

UNIV 202 (3) - Natural Science Seminar - String Theory and the Philosophy of
Science. A gentle introduction to string theory and some of its philosophical
implications. The class is intended for a general liberal-arts audience, but
one with some level of interest in how science fits into the liberal-arts
framework. Weickert, Mazilu

Women's Studies (WST)

Women's Studies: Students
interested in Women's Studies should plan to take WST 120 (3), Introduction to
Women's Studies and Feminist Theory, in the spring. This course now meets the
requirement for credits (but not for one of the two areas) under GE 4. A list
of winter term courses from other departments that qualify for Women's Studies
credits appear on the program Web site: http://womensstudies.wlu.edu/ .